Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
98 Cards in this Set
- Front
- Back
|
What are the three types of learining
|
Auditory, Visual, & Tactile |
|
|
Learns by Listening
|
Auditory Learner |
|
|
Learns by Seeing |
|
|
|
Learns by doing
|
|
|
|
Auditory, Visual, or Tactile
directions |
Auditory Learner |
|
|
Auditory, Visual, or Tactile May not look speakers in the eye |
Auditory Learner |
|
|
Auditory, Visual, or Tactile Has difficulty with spoken directions |
Visual Learner
|
|
|
Auditory, Visual, or Tactile Needs to see it to learn it |
Visual Learner
|
|
|
Auditory, Visual, or Tactile Has difficulty sitting still |
Tactile Learner
|
|
|
Auditory, Visual, or Tactile Learns better when involved |
Tactile Learner |
|
|
Auditory, Visual, or Tactile Participate in discussions, ask questions, and repeat given information |
Auditory Learner |
|
|
Auditory, Visual, or Tactile Discuss the material with someone else |
Auditory Learner
|
|
|
Auditory, Visual, or Tactile Use multicolored highlighters to organize notes |
Visual Learner
|
|
|
Auditory, Visual, or Tactile
|
Visual Learner |
|
|
Auditory, Visual, or Tactile
|
Tactile Learner
|
|
|
Auditory, Visual, or Tactile Takes frequent breaks |
Tactile Learner
|
|
|
Step 2 of Learning: Seeking to understand rather than memorizing |
Study
|
|
|
Step 1 of Learning: |
Take Notes
|
|
|
Step 5 of Learning: one indicator of how well you have learned |
Summative Evaluation |
|
|
Step 6 of Learning: learning |
Lifelong Learning
|
|
|
Step 3 of Learning: reinforces knowledge, builds self-confidence |
Practice
|
|
|
Step 4 of Learning: indicate preparedness for summative evaluation |
Formative Exercise t
|
|
|
The process that changes the way people think, feel, or behave
|
Learning
|
|
|
don’t be caught off guard, seek clarification early, know and follow the schedule, prioritize, and/or get organized, budget your time, and don’t procrastinate,
|
Time Management |
|
|
informal lecture, guided discussion, individual projects, and case study analysis Are examples of what? |
Teaching Methods |
|
|
eliminate distractions, take advantage of study groups, study the capstone case study regularly, and take good notes Are examples of what? |
Effective Study Habits |
|
|
What are the Four pillars?
|
Core values, Enlisted Force Structure, Force Development, Enlisted Professional Military Education (EPME) |
|
|
EPME
|
Enlisted Professional Military Education |
|
|
IDDP
|
Identify, Differentiate, Determine, & Predict |
|
|
Affective Domain Levels of Learning
|
Receiving, Responding, Valuing
|
|
|
Dr.Hunter created this process to help solve problems
|
IDDP
|
|
|
4 Characteristics of a Critical Thinker |
Open Minded but skeptical, Intellectual Humility, Free Thinker, Highly Motivated |
|
|
Which Characteristics of a Critical Thinker is to Investigate viewpoints different from you own |
Open Minded
|
|
|
Which Characteristics of a Critical Thinker is Being prepared to examine new evidence and arguments even if such examination leads you to discover flaws in your own cherished beliefs |
Intellectual Humility |
|
|
Which Characteristics of a Critical Thinker is being able to restrain yourself from the desire to believebecause of social pressures to conform |
Free Thinker |
|
|
Which Characteristics of a Critical Thinker is
Putting in the work to evaluate the multiple sides of an issue |
High Motivation |
|
|
Which System is Decide first, think later, |
Reactive thinking, System 1 |
|
|
Which System is problem-solving and deliberate decision making. |
Reflective Thinking, System 2 |
|
|
Which Hindrances is arguing something is true because “it works,” even though the cause of something and the outcome are not demonstrated Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
Faulty Logic or Perception |
|
|
is criticizing the person making an argument, not the argument itself Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
Psychological and Sociological Pitfalls |
|
|
is being unaware that our memories are often “manufactured” to fill in the gaps in our recollection. Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
Basic Human Limitations |
|
|
is making a comparison that is irrelevant or inappropriate. Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
Faulty Logic or Perception |
|
|
is a word or expression that can be understood in more than one way. Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
The Use of Language |
|
|
can severely affect our ability to think clearly and critically. Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
Basic Human Limitations |
|
|
is making irrelevant emotional appeals to accept a claim Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
Psychological and Sociological Pitfalls |
|
|
is the intentional use of words to arouse feelings about a subject to bias others positively or negatively Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
The Use of Language |
|
|
is making illogical analogies to support the validity of a particular claim. Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
Faulty Logic or Perception |
|
|
is the process whereby one tends to notice and look for what confirms one’s beliefs, and to ignore what contradicts one’s beliefs Faulty Logic or Perception Psychological and Sociological Pitfalls Basic Human Limitations The Use of Language |
Basic Human Limitations |
|
|
What are the eight elements of thought |
Purpose, Questions, Information, conclusion, Concepts, Assumptions, Implications, Points of view |
|
|
Which element of thought asks... How did Ireach this conclusion? Is there another way to interpret the information? |
Inferences/Conclusions |
|
|
Which element of thought asks... What information am I using in coming to that conclusion? What experience have I had to support this claim? What information do I need to settle the question? |
Information |
|
|
Which element of thought asks... What question am I raising? What question am I addressing? Am I considering the complexities in the question? |
Questions |
|
|
Which element of thought asks... What am I trying to accomplish? What is my central aim/purpose? |
Purpose |
|
|
Which element of thought asks... From what point of view am I looking at this issue? Is there another point of view I should consider? |
Points of View |
|
|
Which element of thought asks... What is the main idea here? Can I explain this idea? |
Concepts |
|
|
Which element of thought asks... If someone accepted my position, whatwould be the implications? What am I implying? |
Implications/Consequences |
|
|
Which element of thought asks... What am I taking for granted? What assumption has led me to that conclusion? |
Assumptions |
|
|
Facione's Scoring Rubic |
1 - 4 4 = strong |
|
|
What are the four Leadership Theories? |
Situation, Trait, Skills, Contingency |
|
|
What type of leadership Theory considers a one’s ability to complete a specific task Situation Trait Skills Contingency |
Situational Leadership Theory |
|
|
What type of leadership Theory states that a person’s ability to lead depends on their intellect, self-confidence, determination, integrity, and social skills Situation Trait Skills Contingency |
TraitLeadership Theory |
|
|
What type of leadership Theory depends on their emotional intelligence, awareness, and control Situation Trait Skills Contingency |
Skills Leadership Theory |
|
|
What type of leadership Theory pairing a leader to a specific situation is the most effective method because leaders cannot adjust their behaviors. Situation Trait Skills Contingency |
Contingency Leadership Theory |
|
|
This theory categorizes one’s commitment level into three categories |
Contemporary |
|
|
In this type of motivation, people their results to factors they can control |
Intrinsic |
|
|
Who's theory posits that people are motivated by how well they perform, what social group(s) they are associated with, and the position and authority they hold? |
McClelland’s |
|
|
This type of motivation comes from recognition, pay raises, and other tangiblerewards |
Extrinsic |
|
|
Who's theory is based on the belief that one is motivated by favorable and unfavorable results |
Skinner’s |
|
|
What are the 5 types of Leadership Models |
Laissez-Faire, MBE-Passive, MBE-Active, Contingent Rewards, 4 I's |
|
|
What are the "4 I's" |
Individualized Consideration (Nurturing) Intellectual Stimulation (Thinking) Inspirational Motivation (Charming) Idealized Influence (Influencing) |
|
|
Which Leadership Model... attribute refers to a leader’s ability to visualize an achievable future and assist followers in developing a sense of purpose. |
Laissez-Faire |
|
|
Which Leadership Model... behavior, a ‘contract’ is established between the leader and the follower |
Contingent Rewards |
|
|
Which Leadership Model... This leader is reactive rather than proactive and waits for things to go wrong. |
Management by Exception-Passive |
|
|
Which of the Four I's ... Followers trust and respect leaders who demonstrate this behavior because they “walks the walk.” |
Idealized Influence - Influencing |
|
|
Which Leadership Model... behavior can be very effective if used appropriately and counterproductive if used excessively. |
Management by Exception - Active |
|
|
Whichof the Four I's ... This attribute refers to a leader’s ability to visualize an achievable future and assist followers in developing a sense of purpose |
Inspirational Motivation -Charming |
|
|
Which of the Four I's ... is demonstrated by treating their followers as individuals and supporting each one’s specific, developmental needs. |
Individualized Consideration - Nurturing |
|
|
Which of the Four I's... is what transformational leaders use to stimulate and encourage creativity and critical thought. |
Intellectual Stimulation - Thinking |
|
|
What are the two types of Leadership Development |
Transactional and Transformational |
|
|
This type of Leadership Development tends to have a “here and now,” |
Transactional Leadership |
|
|
This type of Leadership Development focuses on afundamental change in your followers’ professional character |
Transformational Leadership |
|
|
What are Four Temperaments? |
Blue, Orange, Green, Gold |
|
|
Which Temperament... values Interpersonal interaction and close relationships |
Blue |
|
|
Which Temperament... values competitiveness, hands on work, and people who prefer this temperament work as hard as they play |
Orange |
|
|
Which Temperament... temperament values competence in themselves and others and can quickly develop contempt for individuals they consider incompetent. |
Green
|
|
|
Which Temperament... is goal oriented, ready to complete any task requiring little prompting or encouragement |
Gold |
|
|
What are the Four panels in Johari's Window Model? |
Blind, Hidden, Open, Unknown |
|
|
Which of the Window Panels... are aspects about ourselves that we are unaware of, but those around us are. |
Blind |
|
|
Which of the Window Panels... refers to those aspects about ourselves that we wish to keep private. |
Hidden |
|
|
Which of the Window Panels... are the characteristics about ourselves that everyone is aware of. |
Open |
|
|
Which of the Window Panels... refers to information about ourselves that no one is aware of, not even ourselves |
Unknown |
|
|
A personal characteristic where oneimposes theirpreferred temperament on others |
Pride |
|
|
A personal quality where one can modify his orher behaviors to effectively interact with alltemperaments |
Humility |
|
|
Simply because Greens are known to prefer theirindependence does notmean all who prefer thistemperament wish to be alone |
Don’t stereotype others |
|
|
ability to express one’s ownstrengths, feelings, and beliefs in a manner that is considerate to the abilities, thoughts, and feelings ofothers |
Maturity |
|
|
Do not label others as a Gold or Blue, even thoughyou may havecorrectly identified their preferredtemperament |
Keep your observations private |
|
|
Treat others the way they want to be treated, not the way you prefer to treat them. |
Give good gifts |
|
|
successful organizations and leaders acknowledge the unique capabilities of each temperament. |
Validate each colors strengths |
